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How does the increase in urban heat islands in major cities across Ireland contribute to rising energy consumption and public health issues, and what local actions can mitigate these effects Reflection on Encouraging Pupils’ Participation:To engage pupils in this research, I’d start by introducing the concept of urban heat islands (UHIs) and their impact on local climate, energy, and health. We would break the question down into smaller, manageable sub-questions, such as:
What are urban heat islands and how do they form?
How do urban heat islands affect energy use, especially in the summer?
What health risks (e.g., heat stroke, respiratory problems) are associated with increased heat in cities?
What local solutions (e.g., green roofs, reflective materials, tree planting) could help lower temperatures?Next, I’d encourage hands-on activities, such as data collection. Pupils could use temperature sensors or smartphones to measure the urban heat effect in their own neighbourhoods and present their findings. This would make the issue personal and tangible.
I’d also incorporate discussions on local policies and solutions. Students could analyze case studies, debate on the effectiveness of specific actions, and develop solutions tailored to their area. By doing so, they would not only grasp the scientific aspects but also understand the importance of their role in combating climate change.
1. Starlink satellites – These low‑Earth‑orbit broadband satellites by SpaceX are often seen as a luminous “train” moving overhead shortly after launch. They provide high-speed internet, especially to remote regions.
2. International Space Station (ISS) – Occasionally visible over Ireland, this manned orbital research outpost hosts astronauts conducting experiments in microgravity and Earth observation.
3. Copernicus Sentinel-1 – A European radar satellite that passes over Ireland every few days, capturing microwave imagery unaffected by clouds. It’s used for agricultural monitoring, environmental management, and compliance checks under the EU’s AMS system.
4. Copernicus Sentinel‑2 – Operating in the visible and infrared bands, this satellite captures detailed images of Ireland’s landscape, crops, forests, and land use—though its imagery can be hindered by cloud cover.
5. EIRSAT‑1 – Ireland’s first satellite, a 2U CubeSat launched in December 2023 by University College Dublin. It carries three Irish-developed payloads: GMOD (gamma-ray detector), EMOD (surface-coating experiment), and WBC (novel magnetic attitude control).
These satellites serve a range of roles—from global internet connectivity and scientific research to vital Earth observation and national space innovation.
The documentary “Home”offers a striking, bird’s-eye view of our planet, showing how everything in nature is connected and how human actions are affecting the Earth. Its stunning visuals and narration highlight the urgent need to address climate change, but also leave room for hope if we act now. I find “Home” and similar videos effective for teaching environmental topics, especially to older primary students who are beginning to understand global issues.
In my classroom, I’d introduce these ideas gradually—starting with short videos and open discussions. I’d begin with everyday topics students can relate to, like local pollution or changes in weather, and then link those to wider global problems. Using visuals like those in “Home” helps students feel a stronger emotional connection to the topic, making the science behind climate change easier to understand and remember. This approach encourages curiosity, empathy, and a sense of responsibility.
The Paxi video is really kid-friendly and a fun way to get the class thinking about what greenhouse gases are and how they’re made. It’s also a great chance to see what the kids already know and get some interesting discussions going.
The Temperature Prediction Tool helps them understand how the choices they make now can shape the future. It sparks some good chats about how even small actions can make a big difference over time. The TEAL Tool is another cool resource where students can explore how different levels of greenhouse gases affect the climate. It’s a great way to get them thinking and talking about possible outcomes.
In my classroom, I’d start by raising awareness about environmental issues and encouraging the kids to come up with ways they can help. We’d make a list of ideas and see which ones we can actually try out at school, step by step.
The ESA educational resources provide an excellent foundation for teaching weather and climate. Their clarity, practicality, and age-appropriate design make them particularly effective for engaging young learners while fostering scientific understanding. One notable resource, Nose Up High in the Sky, encourages students to construct their own weather instruments. This hands-on approach is both accessible and pedagogically sound, enabling students to actively participate in data collection. I would implement this by organizing students into small groups to build rain gauges and anemometers, followed by maintaining a structured weather diary over the course of a week.
To reinforce learning, I would integrate the Weather vs Climate activities. Students could record and graph daily weather data, then compare their results with long-term climate averages. This comparison would effectively illustrate the distinction between short-term weather variations and long-term climate patterns. Additionally, such tasks provide valuable opportunities to develop essential STEM skills, particularly in scientific observation, data analysis, and quantitative reasoning.
I would teach the ‘make a rocket’ lesson to my 2nd class as I believe it would get the children intrigued in space learning. I would introduce the activity by showing a simple video or picture of a rocket to spark their interest and briefly explain how rockets work using air pressure. Then, I would give clear, step-by-step instructions and demonstrate how to make the rocket. I would ask the children to decorate their paper first to make their rockets colourful and unique. After that, I would guide them as they rolled the paper around the straw to form a tube, taped it closed, folded and sealed one end for the nose, and attach small paper fins for stability. I would walk around the classroom, helping students who needed support and encouraging teamwork. Once all the rockets were complete, we would go outside or to a large open space for the launch. I would remind them to place their rockets on the straw and blow hard to launch them. If I organised this activity, I would make sure it was both educational and enjoyable, helping students learn through play and creativity.
For this I would choose Weather- animals in the cold. If I were to plan a hands-on activity about animals in cold weather for my 2nd class students, I would create a project called “Winter Animal Survival.” I would start by introducing the topic through a short story or video showing animals like polar bears, penguins, arctic foxes, and seals in their natural snowy habitats. We would talk about how these animals stay warm, what they eat, and how they adapt to survive freezing temperatures.
Then, I would set up different activity stations. One station would let students create their own cold-weather animal using playdough, cotton balls, felt, and pipe cleaners. They could choose an animal and add features like thick fur, flippers, or a layer of blubber. Another station would include a simple science experiment where we’d fill two bags—one with shortening (to represent blubber) and one without—and ask students to place their hands inside both bags while submerged in icy water. This would help them feel how blubber insulates animals from the cold.
If time allowed, students would also draw a snowy habitat for their animal and write a few facts about how it survives in winter. This activity would support science, art, and literacy skills in a fun and engaging way.
Activity – Stars.
For a fun and educational activity about stars in the sky, second class students can create their own constellations. Begin the lesson by discussing what stars are and when we can see them. Introduce the concept of constellations—patterns of stars that people have identified and named throughout history. Show students a few simple examples, such as the Big Dipper or Orion, and share a short myth or story related to one of them. Then, give each student a piece of black construction paper and either star stickers or white chalk. Ask them to place the stars in any pattern they like, forming their own unique constellation. Once they’ve created their star pattern, they can draw lines connecting the stars and think of a creative name and story to go along with it. After everyone finishes, have a sharing session where students present their constellation and the story behind it to the class. This can be followed by displaying the constellations on a “Night Sky” wall in the classroom. This activity helps students understand basic astronomy while encouraging creativity, storytelling, and presentation skills in a way that’s fun, engaging, and age-appropriate.Activity- The spherical earth
I chose to use The Spherical Earth activity because it offers a clear, hands-on way for 2nd class pupils to begin understanding a foundational concept in space science: the Earth as a sphere. Many children at this stage still picture the Earth as flat or struggle with the idea of people living “upside down” in the southern hemisphere. This activity allows me to explore their preconceptions in a supportive way and guide them toward more scientific thinking through exploration and questioning.
I would begin with an open discussion using a globe and a flashlight to demonstrate day and night. I’d ask questions like, “Why don’t people fall off the bottom of the Earth?” and encourage students to share and challenge each other’s ideas. Then we would model the Earth using playdough, followed by drawing and labelling different parts of the globe.
This activity allows me to integrate oral language, visual arts, and science, and supports enquiry-based learning by centering on children’s questions and discoveries. I believe it not only builds knowledge but confidence in expressing ideas and thinking critically. The visual and tactile elements also make it very accessible for different learning styles.
That’s a great idea to incorporate into a lesson, will definitely use something like that in the future!
To teach space to 2nd class using an enquiry-based learning activity, I would start by sparking curiosity with a question such as, “What would it be like to live on another planet?” I would encourage students to share ideas and questions they have about space. Divide the class into small groups and assign each group a focus topic (e.g., the Moon, planets, stars, or astronauts). Provide books, videos, and simple digital tools for research. Guide them with prompts like, “Why does the Moon look different each night?” or “What do astronauts need to survive in space?”
Students could record findings using drawings, labels, or short written sentences, depending on ability. Encourage hands-on activities like making models of the solar system or moon crater simulations with flour and marbles. Each group shares their discoveries through posters or short presentations. Conclude with a reflective discussion: “What new questions do we have about space?” This fosters critical thinking, collaboration, and curiosity—core goals of enquiry-based learning.
